into extremes. Therefore, in this chapter, some of the criticisms and issues surrounding openness will be explored. Even after arguing for an open, intellectual commons, James Boyle (2008) stresses that, ‘It is not that openness is always right. It is not. … Rather, it is that we need a balance between open and closed, owned and free, and we are systematically likely to get the balance wrong.’ Similarly, Dave Cormier (2009), who coined the term MOOC and is a proponent of open practice, warns, ‘Openness is not a panacea. It will not suddenly teach students or spread “good” education, nor is it free of cultural baggage.’ Both Boyle and Cormier are undoubtedly correct, and yet in the battle for openness, such critiques are often ignored. The danger of not addressing some of the issues around openness, however, is that they will be used to discredit the whole.
The Politics of Openness
In Chapter 2 I avoided giving a single definition of open education, because I wanted to admit degree and variation in practice. Whilst some areas, such as OERs, have a very clear definition, others such as open scholarship, represent a general approach and set of beliefs. Finding one definition would exclude some elements of the open education story that are interesting, hence the preference for a set of coalescing principles. This approach, however, does allow for vagueness in the term which potentially renders it meaningless, or subject to abuse.
In his thoughtful critique of open source publisher Tim O’Reilly, Morozov (2013) argues that this vagueness around the term has been deliberately constructed by O’Reilly to create good PR:
Few words in the English language pack as much ambiguity and sexiness as ‘open.’ And after O’Reilly’s bombastic interventions – ‘Open allows experimentation. Open
